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Journal of English Language and Education
Published by Universitas Pahlawan Tuanku Tambusai
ISSN : 25024132     EISSN : 25976850     DOI : https://doi.org/10.31004/jele.xxx.xx
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Journal of English Language and Education (pISSN: 2597-6850 and eISSN: 2502-4132) is a journal that focuses on researching or documenting issues in education, language education, applied linguistics, English education, English language teaching, English Literature, language assessment and evaluation. It is published by Program Studi Pendidikan Bahasa Inggris, Universitas Pahlawan Tuanku Tambusai is indexed in Google Scholar and Supported by Relawan Jurnal Indonesia (RJI).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol 9, No 3 (2024)" : 7 Documents clear
Exploring the Benefits and Challenges of Social Media in English Language Learning: Insights from English Education Students Wati, Siska Oktawidya; Budiyanti, Kurnia; Mizkat, Eva; Juita, Novia; Ardi, Havid
Journal of English Language and Education Vol 9, No 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i3.505

Abstract

This study aimed to investigate the potential benefits and challenges associated with using social media in English language learning, focusing on English education students. The research used a mixed-method design, incorporating questionnaires. The benefits of using social media in learning English are multifaceted and significant. English learning also enhances their digital literacy and technology skills. Social media platforms provide learners with access to authentic language use in real-time contexts, allowing them to observe and engage with native speakers, which enhances their understanding of colloquial expressions and cultural nuances. the interactive nature of social media fosters active participation and communication practice, which are crucial for developing speaking and writing skills. Social media also offers diverse content, from educational videos and articles to interactive exercises and language learning communities, catering to various learning preferences and needs. English education students have identified several challenges when using social media for learning English, alongside potential solutions to these issues. Some challenges are perceived more negatively (distractions, language barriers, and material credibility), others are seen in a more positive light (maintaining focus and self-discipline and balancing time). The perception varies across different aspects of learning English on social media, highlighting the complexity of the experience and the individual preferences and challenges of the respondents. It is essential to consider these perceptions when designing educational strategies and support systems for learners on social media platforms.
The Implementation of Teachers’ Roles in Teaching English for Inclusive Students Nurcholis, Ivan Achmad; Sari, Rini Puspita; Safitri, Washlurachim; Ananda, Ririn Putri
Journal of English Language and Education Vol 9, No 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i3.499

Abstract

The primary objective of this study was to explore how teachers' roles are put into practice when teaching English to inclusive students at Elementary Schools in Bengkulu City. The research followed a descriptive qualitative approach in its design. The study involved 7 English teachers who were responsible for instructing English at various Elementary Schools in Bengkulu City, namely SDN 03, SD Al-Manar, SD Alam Mahira, SDN 61, SDN 73, SDN 24, and SD Al-Aufa. To gather data, the researchers employed an observation checklist and an interview guide. The observation checklist used in this study was adapted from Tyagi's work in 2016. There are 5 teachers’ roles in teaching inclusive students that were observed by the researcher which consisted 14 items. The research finding indicated that there were five teachers’ roles in teaching inclusive students at Elementary Schools in Bengkulu city, namely; teacher role as corrector, inspirator, culminator, facilitator, and evaluator. There were 71% of teachers implemented corrector and inspirator, there were 65% of them implemented teacher role as culminator, 24% as facilitator, and 100% of teachers applied teacher role as evaluator. The researcher suggested for English teachers to implement teacher role as facilitator since less than fifty percent of English teachers who implemented teacher role as facilitator.
The Implementation of Classpoint in Learning English: A Case Study Oktadela, Resy; Shalawati, Shalawati; Hadiyanti, Putri Octa; Elida, Yusti; Ismail, Syofianis
Journal of English Language and Education Vol 9, No 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i3.516

Abstract

The use of Information and Communication Technology (ICT) in instructional and learning activities significantly impacts enhancing the quality of education, especially in the current era of the industrial revolution 4.0. Classpoint is a learning platform that facilitates IT-based educational activities. This study aims to assess the implementation of Classpoints in teaching English to fifth graders at SD IT Imam Syafei Pekanbaru during the 2023/2024 academic year. The research adopts a qualitative approach, specifically case study research. Data collection methods include observation and interviews. The techniques used for data analysis are data reduction, data presentation, and conclusion drawing. To ensure data validity, data triangulation, method triangulation, and source triangulation were employed. The research findings indicate that the implementation of Classpoint at SD IT Imam Syafei Pekanbaru is highly effective for teaching English.
Investigating the Use of Conjunction in A Movie: A Case on Discourse Analysis Purba, Ridwin; Siahaan, Entika Cintami; Nainggolan, Sindy Gloria; Sihombing, Bonita Anjelina; Sirait, Setia Oktaviana; Herman, Herman
Journal of English Language and Education Vol 9, No 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i3.500

Abstract

This research aims to analyze the conjunctions in the M3GAN movie. The researchers wanted to investigate and analyze the application of conjunctions and the dominant types of conjunctions in M3GAN movies. Researchers used qualitative descriptive methods. Researchers collected data by watching M3GAN movies, paying attention to the subordinating conjunctions, then writing down the data in notes. Based on the research results, researchers found 115 data that used subordinate conjunctions in the M3GAN movie. The percentage of use of subordinate conjunctions from the M3GAN movie can be seen based on the types of subordinate conjunctions, namely there are 0.8% comparison conjunction data, 19% cause conjunction data, 74.7% apposition conjunction data, 5.1% time conjunction data, and 0% contrast conjunction data. The total states that the apposition conjunction is the highest score for the use of subordinate conjunctions in the M3GAN movie and the lowest score is the contrast conjunction.
EFL University Students’ Perception of Using Smartphone in Learning Vocabulary Johari, Johari; Yulianto, Yulianto; Sailun, Betty; Diana, Diana; Ayu, Fitri
Journal of English Language and Education Vol 9, No 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i3.549

Abstract

The purpose of this research is to discuss students' perceptions of the use of smartphone in learning new English vocabulary. An online questionnaire was used to obtain data from 34 of Indonesian EFL University students. The items of the questionnaire cover several aspects of vocabulary, including dictionary use, morphological analysis, and contextual analysis. Descriptive statistics of Likert-based questions were conducted to analyse the data. The findings of this study indicate that students perceive smartphone as facilitating several learning actions, such as contributing greatly to the acquisition of new English vocabulary, remembering, writing, and pronouncing words correctly. Apart from that, students also use smartphones because they are effective, especially in looking for synonyms and antonyms of words, thus really helping in the learning process. The findings of this study contribute to existing research on students' perceptions of the use of mobile applications for learning purposes, particularly in vocabulary learning.
Designing Supplementary Material for the Tenth Grade Students to Learn Descriptive Text Pebriana, Mirnatalia; Riyanti, Dwi; Rahmani, Eka Fajar
Journal of English Language and Education Vol 9, No 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i3.477

Abstract

This research was aimed to design the supplementary material to learn descriptive text for tenth-grade students of SMA Karya Kasih in Parindu, Sanggau, Kalimantan Barat. To conduct this research, the researcher employed RD (Research and Development), which applied the ADDIE procedure, focused on the ADD steps (Analysis, Design and Development). The participants of this research involved an English teacher and 27 tenth-grade students. The researcher distributed online questionnaire to the students and interview the English teacher to collect the data. The result of the analysis of students’ learning needs indicated that most of them wanted the material of descriptive text about tourist destinations. Students also wanted the material of descriptive text about tourists’ destination in their regency area. The result from the interview showed that supplementary material should be aligned with the curriculum and syllabus. During the process of designing and developing, the researcher used Canva application to create the product. Furthermore, the result of the internal validation from the teacher showed that a design of supplementary material was appropriate to use in learning descriptive text.
Physical Needs of Language Resource Centre to Support English Language Learning Budiyanti, Kurnia; Juita, Novia; Ardi, Havid; Wati, Siska Oktawidya
Journal of English Language and Education Vol 9, No 3 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i3.504

Abstract

A learning resource centre must have facilities that can be used by students in seeking information and knowledge. The present study aimed to investigate the students’ perception of the physical needs of resource centre to support English language learning. The study employed qualitative approach with a case study design. The participants of the research were 104 English Department students. Questionnaire and interview were used to collect the data. The results showed that there was a neutral indication on students’ perception of the physical needs of the LRC. The language resource centre facilitated the students to find out some references for course assignments, to obtain addition information on certain subject, to enrich students’ knowledge through book review program, and to build independent learning through digitalization. However, the availability of up-to-date materials collection, EFL website access, and sustainable language program should be developed and qualified. Therefore, a constructive solution is needed to optimize the functions of learning resource centre to support English language learning.

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